1. “One obstacle is not the lack of information, but its obverse”
HIV and AIDS focal points capacity-building workshop April 2005, Dhaka Supporting the implementation of effective HIV and AIDS prevention education in schools
“One obstacle is not the lack of information, but its obverse”
Too much information made available and too little key-information reaches relevant recipients, or reaches them timely
Coordination, integration and capitalization of efforts, initiatives, lessons learnt and knowledge
Plan of this presentation
IBE basics
What do we mean by “Curriculum” and how it applies to HIV and AIDS
Situation and need analysis
What should be the next steps: resources and tools for curriculum developers
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

2. 1. IBE: what do we do at this workshop? IBE’s mission:
Supporting the implementation of effective HIV and AIDS prevention education in schools
1. IBE: what do we do at this workshop?
IBE’s mission:
To facilitate and support renovation of teaching and learning processes, curriculum development and to promote education change
IBE’s basic programs:
Capacity-building for curriculum development
Observatory and trends in curriculum worldwide
Policy dialogue for curriculum change
IBE’s HIV and AIDS cross-cutting program:
Collection and dissemination of HIV and AIDS curriculum documents
Analysis and dissemination of HIV/AIDS curriculum good practice
Development of tools for effective HIV/AIDS curriculum development
Capacity-building of curriculum developers to effectively include HIV/AIDS education in curriculum
Policy dialogue
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

3. Teacher training and teachers guides Text book and didactic material
Supporting the implementation of effective HIV and AIDS prevention education in schools
2.a Four levels in the Curriculum development
School environment
School system
Political level and intended curriculum
Objectives for HIV/AIDS prevention education
School Curriculum
Teacher curriculum
Implementation level
Teacher training and teachers guides
Text book and didactic material
School meals, workplace policies, extracurriculum activities, counseling services, etc.
International Bureau of Education /UNESCO – Cross-cutting program on HIV/AIDS – Christine Panchaud – Dhaka – April 2005

4. 2b. Challenges of HIV and AIDS prevention curriculum
Supporting the implementation of effective HIV and AIDS prevention education in schools
2b. Challenges of HIV and AIDS prevention curriculum
Global challenge:
The epidemic does not respect borders
It gradulally, or already, concerns all population groups
It is embedded in, and affects all aspects of life
Sexual transmission, the most common way of tranmsission of the virus, is also a human activity practiced by all peoples over the planet
Local challenge:
Values and customs, cultures and religions lead to different discourses on causes and ways of preventing the infection
Develop a global generic tool, based on existing good practice,
but that can be applied at local level for HIV/AIDS curriculum
development and implementation
HIV and AIDS urgency and time it takes to develop curriculum
(“MOE time)
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

5. 3a. HIV and AIDS prevention in the curriculum
Supporting the implementation of effective HIV and AIDS prevention education in schools
3a. HIV and AIDS prevention in the curriculum
Great progress in providing more and more children and young people with HIV and AIDS prevention education in schools recent evaluation of HIV and AIDS curricula carried out by the IBE in 35 countries (EFA report 2004):
HIV & AIDS education mentioned in most school curricula over the world,
Existing curricula remain very general and no provisions for a strong and effective implementation.
HIV and AIDS education added in an already crowded curriculum, without making room for it.
Curricular approaches and their pedagogical implications somewhat blurred.
HIV and AIDS education included in wide subject areas, without being specifically scheduled within these subject areas.
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

6. 3a. HIV and AIDS prevention in the curriculum (continued)
Supporting the implementation of effective HIV and AIDS prevention education in schools
3a. HIV and AIDS prevention in the curriculum (continued)
Additional shortcoming have been also identified:
Too much emphasis to a cognitive approach.
HIV and AIDS education included in one technical subject (natural
science) area that does not allow a comprehensive coverage.
Lack of attention to gender issues.
Teaching methodology is not appropriate.
No teaching time specifically allocated, or much too little time.
Teachers not adequately trained and supported.
Teaching and learning material often not available.
No relevant assessment of learning outcomes, including acquired skills.
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

7. 3b . Effective HIV and AIDS and Education
Supporting the implementation of effective HIV and AIDS prevention education in schools
3b . Effective HIV and AIDS and Education
Focus on reducing sexual risk-taking behaviour
Base approach on sound psychosocial theories
Include a clear message about sexual activity and condom & contraceptive use,
Provide basic accurate information about risks of unprotected intercourse and methods of avoiding intercourse or using condoms or contraception
Address social pressures on sexual behaviour and how resist them
Provide modelling of and practice in communication and refusal skills
Use teaching methods to involve participants and help them personalize information
Incorporate behavioural goals, teaching methods and materials that are appropriate to the age, sexual experience and culture of the students
Allow sufficient length of time to complete important activities
Select teachers or peers who believe in the program and provide training for those individuals
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

8. 4a. What is in the works at IBE?
Supporting the implementation of effective HIV and AIDS prevention education in schools
4a. What is in the works at IBE?
Global approach:
GIPE: Develop a global generic tool, based on existing good practice, FRESH: link HIV and AIDS with school health
ACCELERATING RESPONSE - IATT UNAIDS: interagency response
Sourcebook: technical collaboration
Regional approach:
OPEC project: support to HIV and AIDS curriculum devlopment
ECOWAS-CEDEAO: regional response
Subregional capacity-building workshops: Southern Africa (2003), central Africa (2005)
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

9. 4b. Expectations of participants (1)
Supporting the implementation of effective HIV and AIDS prevention education in schools
4b. Expectations of participants (1)
Sharing experiences (2x), lessons learnt, good et bad practice 2x (for example: data on countries where HIV/aids is infused into curriculum)
Country diagnosis tool to assess what is needed and to develop adapted curriculum response at all levels (of education?)
Assessment and evaluation (of?)
Raise awareness about importance of including HIV and AIDS in the curriculum - deal with resistance issues (from?) / build consensus on national HIV/AIDS curriculum
Curriculum development*
Capacity-building / Training of National (MOE) curriculum specialists (at IBE)
Teacher training*
Practical help to mobilize funds (for HIV and AIDS curriculum development)
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

10. 4b. Expectations of participants (2)
Supporting the implementation of effective HIV and AIDS prevention education in schools
4b. Expectations of participants (2)
5. Curriculum development
HIV and AIDS curriculum for non formal education settings
Documentation of effective strategies for non formal education
Technical assistance in curriculum design
Implications of different curricular approaches
Help to identify good entry points for prevention education
Inclusion of HIV and AIDS education in already overloaded curricula
zero budget option
Including/implementing HIV and AIDS education local curriculum
Introducing flexible curriculum/timetables - links with non formal education
Better link HIV and AIDS education with FRESH initiative
Youth friendly and age appropriate education material for HIV/AIDS education
Materials for key populations (esp. most vulnerable young people)
Materials for treatment education documentation of lessons learnt and
experiences
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

11. 4b. Expectations of participants (3)
Supporting the implementation of effective HIV and AIDS prevention education in schools
4b. Expectations of participants (3)
7. Teacher training
Train teacher to teach the HIV and AIDS curriculum chapters
In-service teacher training (to adapt teaching methods of already trained
teachers)
Contents of teacher training
Overcome teachers’ resistance an reluctance to teach HIV/AIDS education
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

12. 4c. Tools developed (or being developed) by IBE
Supporting the implementation of effective HIV and AIDS prevention education in schools
4c. Tools developed (or being developed) by IBE
Tool 1: Brief on curriculum
Tool 2: Resource bank of material and good practice (clearinghouse)
Tool 3: Appraisal tool to assess existing teaching and learning material
or develop new material (being upgraded now)
Tool 4: Diagnosis tool to analyze and assess current curriculum
approach
Tool 5: Matrix to guide the design and planning of
age specific culturally adapted and pedagogically sound HIV
and AIDS curriculum material
Tool 6: Resource packs (sets of good practice material, based on
existing identified good practice (IBE, UNAIDS, UNICEF, World
Bank Source Book, etc.)
Tool 7: Instruments to measure learning outcomes from HIV and AIDS
education
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

13. 4d. Tool 2: HIV and AIDS curriculum clearinghouse
Supporting the implementation of effective HIV and AIDS prevention education in schools
4d. Tool 2: HIV and AIDS curriculum clearinghouse
The Clearinghouse provides access to:
The IBE Global Curriculum Bank (GCB) for HIV/AIDS education*
Other UNESCO HIV/AIDS databanks
Other HIV/AIDS education databanks
Key documents on curriculum development and good practice
Key documents on HIV/AIDS Curriculum policy and curriculum practice
The Global Curriculum Bank (350 selected documents) includes:
Curriculum documents (frameworks, plans, syllabi) for use in schools and teacher training institutes
Learning materials (for students)
Teacher/educator training material and guides
Teaching aids (including a range of media formats)
Studies and research related to curriculum development, implementation and evaluation
The databank can be searched by key-words (country, type of material, etc.)
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

14. 4e. Tool 3: Apprasing criteria Applied to: Curricula and syllabi
Helping schools to implement effective HIV and AIDS prevention education
4e. Tool 3: Apprasing criteria
Applied to:
Curricula and syllabi
Text books and all didactic
material
Teacher manuals and guides
Main intended users:
Curriculum and program developers
Headmasters and teachers
Other educators
Main criteria:
Curriculum status
Basic factual knowledge
Stigma and discrimination
Skills education
Gender issues
Age relevant
Appropriate language
Culture and community relevant
Overall coherence
Teaching methodology
Teacher support and training
Format, lay out,
Costs
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005

15. See separate word document: “Tools 4-5 - draft April 05”
Helping schools to implement effective HIV and AIDS prevention education
4f. Toll 4: Diagnosis tool to analyze and assess current curriculum approach – DRAFT
4g. Tool 5: Matrix to guide the design and planning of HIV and AIDS curriculum
See separate word document: “Tools draft April 05”
International Bureau of Education, UNESCO – Cross-cutting program on HIV & AIDS – Christine Panchaud – Dhaka – April 2005